Clearing the Path to Lifes Work

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• Clearing the Path to Lifes Work

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Purpose of This Lecture

• Need to Improve Transitions
• Purpose and Vision of CCTI
• What CCTI will provide
• Listen to your questions and comments

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National Projects Working Toward K-16 Alignment

• American Diploma Project
• ACT Standards for Transition
• Standards for Success
• National Governors Association/Jobs for the
  Future
• The Bridge Project

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High Schools Fail to Prepare Many Students for
College Stanford Study Says
Chronicle of Higher Education March 5, 2003
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Final Policy BriefBetraying The College Dream

• Students Have Higher Aspirations
• 80 of eighth graders expect to go to
  postsecondary education
• 70 of high school graduates go to college within
  two years of graduation

The Bridge Project Stanford University
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According to this study, these aspirations are
being undermined by disconnected educational
systems and other barriers.
The Bridge Project Stanford University
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Barriers

• Students, parents, and K-12 educators get
  conflicting and vague messages about what
  students need to know to enter and succeed in
  college.
• (Bridge found that high school assessments often
  stress different knowledge and skills than do
  college entrance and placement requirements.)

The Bridge Project Stanford University
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Barriers

• Coursework between high school and college is not
  connected.
• Students graduate from high school under one set
  of standards and three months later are required
  to meet a whole new set of standards in college.

The Bridge Project Stanford University
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Barriers

• Current data systems are not equipped to address
  students needs across systems.
• No one is held accountable for issues related to
  student transitions from high school to college.

The Bridge Project Stanford University
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While educators and policymakers share the common
goal of improving student performance, they often
act in isolation thus, efforts are sometimes
conflicting or duplicated, and often certain
needs are never addressed.
The Bridge Project Stanford University
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Percent of students who take remedial courses

• 63 at two-year institutions
• 40 at four-year institutions

The Bridge Project Stanford University
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National Governors Association/ Jobs for the
Future
The current system of high schools and public
colleges and universities leave too many young
people unprepared for success as adults, at an
unacceptable cost to states civic, social, and
economic well-being.
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National Governors Association/ Jobs for the
Future
As many as 30 of entering high school freshmen
leave school without a regular diploma, and
income and racial gaps in college completion have
not narrowed significantly in thirty years.
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American Diploma Project
Earning a high school diploma should open doors
for all students to a wide variety of options,
including college and good jobs. It can and
will, once postsecondary institutions and
employers are convinced that earning a diploma
actually means that a graduate is prepared for
the world beyond high school.
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American Diploma Project
The top priority is to align high school exit
standards closely with colleges and workplace
requirements, so that the awarding of a high
school diploma will allow a student to move into
credit-bearing college classes without first
having to take remedial courses.
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Paper by Marc Tucker, President of the National
Center on Education and the Economy
The bottom line is that it is still possible for
young people to leave high school with an 8th
grade level of literacy or less and get a
low-skill job that pays a little more than the
minimum wage. But it is not possible for that
young person to support a family on that wage or
with that kind of education.
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(No Transcript)
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College and Career Transitions Initiative (CCTI)

• Cooperative Agreement
• between
• U.S. Department of Education, Office of
  Vocational and Adult Education
• and
• The League for Innovation in the Community
  College Consortium

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CCTI Supports the Principles of the No Child Left
Behind Act of 2001

• Close the achievement gap
• Create meaningful educational options for
  students with diverse backgrounds and needs
• Ensure students attain high standards at each
  level of their educational careers

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The Challenge
An economic and societal imperative is to raise
the knowledge and skill levels of virtually all
Americans to make it easy and probable that
most of them complete high school or the
equivalent and at least two years of further
education and training.
Source Multiple Pathways and State
Policy Toward Education and Training Beyond
High School, 2003
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The Reality
100 Ninth Graders

• 67 graduate from high school
• 38 enter college
• 26 still enrolled after their sophomore year
• 18 graduate from college in six years

Source National Center for Higher
Education Management Systems
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Purpose of CCTI

• CCTI will contribute to strengthening
• the role of community and technical
• colleges in -
• Easing student transitions between secondary and
  postsecondary education as well as transitions to
  employment, and
• Improving academic performance at both the
  secondary and postsecondary levels.

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CCTI anticipated outcomes

• Decreased need for remediation at postsecondary
  level
• Increased enrollment and persistence in
  postsecondary education
• Increased academic and skill achievement at
  secondary and postsecondary levels

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CCTI anticipated outcomes

• Increased attainment of postsecondary degrees,
  certificates, or other recognized credentials
• Increased entry into employment or further
  education

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Programs of Study

• Coherent sequence of academically rigorous
  courses that prepare students for more advanced
  coursework related to their occupational area of
  interest and successful completion of state
  academic standards and
• A coherent sequence of rigorous technical skill
  coursework for 11th and 12th grades that
  culminates in dual/ concurrent enrollment credit.

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League Proposal

• Strong emphasis on local partnerships
• Excellent partners
• Expertise among Advisory Working Group
• Leagues ability to lead

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CCTI Partners

• American Association of Community Colleges
• CORD (Center for Occupational Research and
  Development)
• CCSSE (Community College Survey for Student
  Engagement)
• Maricopa Community Colleges
• Miami-Dade College
• Terry OBanion, President Emeritus and Senior
  League Fellow
• The Chauncey Group International
• Academy for Educational Development

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Local Partnerships
- The Key to Our Success

• Community College led
• Secondary Schools
• Employers

Many also include state education agencies,
4-year colleges and universities, and other
significant organizations.
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RFP Responses
By February 28, 2003 - received 152 CCTI
applications
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In May 2003 announced
CCTI Site Partnerships
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2003-04 CCTI Site Partnerships
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CCTI Site Partnerships

• Education Training
• Anne Arundel Community College (MD)
• Lorain County Community College (OH)
• Maricopa Community Colleges (AZ)
• Health Science
• Ivy Tech State College (IN)
• Miami-Dade College (FL)
• Northern Virginia Community College (VA)
• Information Technology
• Central Piedmont Community College (NC)
• Corning Community College (NY)
• Southwestern Oregon Community College (OR)

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CCTI Site Partnerships

• Law, Public Safety and Security
• Fox Valley Technical College (WI)
• Prince Georges Community College (MD)
• San Diego Community College District (CA)
• Science, Technology, Engineering and Mathematics
• Lehigh Carbon Community College (PA)
• Sinclair Community College (OH)
• St. Louis Community College (MO)

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CCTI Products

• Virtual Reader
• Inventory of Current Practices

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Virtual Reader

• On CCTI Website
• Abstracts (30)
• Library (130)
• Websites (30)

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ABSTRACTS
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LIBRARY
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WEBSITES
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Inventory ofCurrent Practices

• From 152 CCTI applications
• Hundreds of current practices
• By outcome
• By strategy
• By college

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CURRENT PRACTICES BY OUTCOME
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CURRENT PRACTICES BY STRATEGY
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Site Partnerships

• Improvement Plans
• Quantitative and Qualitative Research/Data
  Collection

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Site Partnership Improvement Plan
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CCTI Effectiveness
Establish outcome assessment measures for
evaluating effectiveness of site partnerships
Establish system to collect data
Establish qualitative and quantitative evaluation
measures designed to document effectiveness of
model transition strategies and programs of study
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CCTI Dissemination
TOOLKIT OF PRODUCTS, MODEL STRATEGIES, PROGRAMS
OF STUDY
CCTI HOME PAGE WWW.LEAGUE.ORG/CCTI
TRAIN THE TRAINER TECHNICAL ASSISTANCE TO ASSIST
HIGH SCHOOLS AND COMMUNITY COLLEGES
VIRTUAL READER
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Quasi Dual System Does Not Serve Students Well

• Parental and societal pressure to go to college
  for a better income and a better life
• Only 20 of jobs require four-year college degree
• 80 of jobs require some postsecondary training
• Vocational/technical education in high school
  becomes less desirable than college prep

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We should pursue the notion that all students in
high school must prepare for their lifes work
as well as life itself. If they are preparing to
go to college, they are preparing for work, just
as one who is preparing to go to work directly
after high school or after earning a certificate.
All students need basic/rigorous academic
preparation and, regardless of their aspirations
for degrees, diplomas and/or certificates, they
must get into a habit of lifelong learning.
Larry J. Warford
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For more information

• Website
• www.league.org/ccti
• CCTI Project Director
• Laurance J. Warford
• warford_at_league.org